mini lectures
Does this help the students with concentration? I do a lab class and usually lecture and then do lab. Would it be better to break it up?
Hi Ione,
Great to hear. Let me know how your efforts turn out.
Gary
I have never heard of a mini lecture before but it sounds like an awesome idea. I remember standing in front of the class and you can see them wiggling in their seats! I was surprised to see that the adult's attention span is so low! I will start to use this style in the future.
I agree that I think mini lectures are beneficial. I teach a night class that is nearly 4 hours long. I still only do a lecture for 15-20 minutes at a time before I give them an activity to do or just get them moving somehow! The students seem to like it and it is easier to keep them engaged for that amount of time!
Hi Crystal,
You make a good point about how instructors need to be flexible in their instructional planning. By "reading" your students you can offer instruction in different ways depending on how the students react to the established format. Keep up the good work.
Gary
This is how I typically have done class as well. Lecture on the matrial and then perform lab. I have learned the students learn better if I break up my instruction and demonstrate the hands-on materials and have a lab session to braek things up. Then I move on with lecture of the next step in my sequence. Works well for my hematology class but not all classes.
Hi Evelyn,
You are right on in your observations about how to involve students in the learning process. By being actively involved they will retain the course content at a much higher level as well as seeing different ways of making different applications of this new knowledge.
Gary
I do believe it is helpful for the students - even with content that is prone to LONG lecture, to find ways for students to draw in their learning to experience and provide them with activities (or labs). It engages multiple learning styles, so critical to adult education. It also engages the brain in ways that enhance retention of materials being studied. I certainly remember more when I was involved in an activity than when the instructor just told me about it!
Bill:
I like that approach. I will definitely be implementing this strategy in my classes. I think it is very beneficial for courses that involve a lot of hands-on skills.
Hi Bill,
Thank you for sharing your instruction strategy. It is important for other instructors to hear about the success you are having with the lecture/demo format you are using. This method really helps to keep students focused and engaged in the learning process.
Gary
I do the same thing: lecture and demo a technique for about 15 minutes, the allow the students to replicate my demo. I repeat this for all following demos. It works far better than doing a long lecture and 4 demos, then send the students on their way to create what they saw - sometimes 2 hours before. Their comprehension and retention is much better
Hi Amy,
I find that giving a mini lecture, then a demonstration helps the students better understand what I am looking for them to do. Then I have the student do what I have demonstrated, while going around the room and observing and answering any questions that the students may have concerning the project.
Tony
Hi Amy,
It at all possible it is best to do a lecture of around 15 to 20 minutes then an activity. In your case it could be lab. Students can only concentrate for about 15 minutes thus the reason for the activity. To break things up a bit for them. If it works best to do the entire lecture and then the lab. Do it this way. But, plan activities such as case studies, small group work or class games after a lecture. The students can remain in the lecture mode but have activities to help them apply what they have learned.
Gary
Along with Amy's question, I go directly to the practice and explain some concepts through the hands-on exercise. Is this a correct way?
